Citation

Yancovic, M.P., Torres, A.G., Figueroa, L.A. and Chapman, C. (2019), "Index", School Improvement Networks and Collaborative Inquiry: Fostering Systematic Change in Challenging Contexts (Emerald Professional Learning Networks Series), Emerald Publishing Limited, Leeds, pp. 151-157. https://doi.org/10.1108/978-1-78769-735-520191009

Publisher

:

Emerald Publishing Limited

Copyright © 2020 Mauricio Pino Yancovic, Alvaro González Torres, Luis Ahumada Figueroa and Christopher Chapman

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INDEX

Index

Action research

, 37

Ad hoc substantive theory mixed-methods research

, 67

Analytical strategies

, 52

Annual classification scheme

, 7

Arranged collegiality

, 31

Balkanization

, 31

Belén Educa foundation

, 16

Chile’s educational improvement policy framework

, 19–21

Chilean education(al) system

, 116

administration and enrollment

, 19

market-oriented model of

, 17

Chilean Ministry of Education (MINEDUC)

, 1–2, 22–24, 27, 46

rationale for supporting development of SINs

, 25

supervisor

, 77

Chilean school system

, 2

Collaborative inquiry, (See also Inquiry)

, 4, 36–39, 70.

in challenging contexts

, 27

collaboration in school networks

, 32–37

collaborative educational culture

, 30–32

cycle

, 41–46, 48, 54, 69, 95–96

identification of common challenges

, 42–43

inquiry and taking action

, 43–45

monitoring and reflection

, 45–46

phases

, 68

in practice

, 38

principles and values of

, 39–41

and professional capital

, 46–49

Collaborative practices

, 6, 41, 46, 54, 109, 124

development

, 7

and knowledge

, 53

mobilizing

, 27

process and value

, 8

with school leaders

, 81, 85–90

SINs

, 80

Collaborative/collaboration

, 3–4, 23

with “enemy”

, 35

culture of

, 9, 11, 22, 25, 30–31, 36, 46, 53, 96, 122, 124

dark side of

, 35–36

emerging

, 33

Collective reflection

, 39, 97

capacity for

, 100

developing formal strategies for

, 97–100

Collegiality

, 34–35, 46

arranged

, 31

contrived

, 31, 35, 115

Community of practice

, 3, 5, 27

Contrived collegiality

, 31, 35, 115

Cronbach’s alphas

, 63

Culture of collaboration

, 9, 11, 22, 25, 30, 36, 46, 53, 96, 122, 124

Dark side of collaboration

, 35–36

Decisional capital

, 47–48, 62, 110

Direct School Visits

, 22

Distributed leadership

, 41, 61, 114–117

Diversity

, 23, 57

of demands

, 5

of networks

, 121

of purposes

, 76

Education Quality Agency

, 20

Education(al). (See also Chilean education(al) system)

decentralization

, 1

improvement

, 19

networks

, 35

policies

, 81–85, 107

reforms

, 1

Educational Collaborative Network Questionnaire

, 61–62

Educational Improvement Plan (PME)

, 20–21, 72, 103, 109–110

Effective networks

, 108–111

Emerging collaboration

, 33

Escuela Nueva in Colombia

, 14

Fabricated cooperation

, 35

Federations

, 32

Formal strategies development for collective reflection

, 97–100

Fundación Chile

, 16

Fundación Oportunidad

, 16

General Education Division

, 1–2, 28

Groupthink

, 6

Hermeneutics

, 52

Human capital

, 47

Hybrid leadership

, 119

Identification

, 113

of common challenges

, 10, 42–43, 70–79

and evaluation of network outcomes

, 100

of resources, limitations and opportunities

, 29

Implementation stage for SIN

, 27, 104

Improving the Quality of Education for All program (IQEA program)

, 37

Inclusion Law

, 18

Inquiry

collaborative practices among school leaders

, 85–90

disseminating and inquiring of educational policies

, 81–85

knowledge mobilization between networks and schools

, 90–95

processes

, 111

SINs

, 80–81

and taking action

, 80

International evidence

, 13, 121

Interorganizational struggles

, 6

Interpretive hermeneutic work

, 52

Interpretivism

, 52

Judgments

, 43, 73

evaluative

, 39

making

, 38

of school leaders and teachers

, 39

Kaiser–Meyer–Olkin test (KMO test)

, 63

Knowledge mobilization

, 54, 70, 80–81

element

, 111

between networks and schools

, 90–95

Lateral leadership

, 11, 108, 111, 114–116

Leadership capacities

, 5, 11, 14, 108

network

, 111

systemic

, 124

Leadership Center for Educational Improvement (LIDERES EDUCATIVOS)

, 61

Leading downwards

, 11, 108, 111–113

Leading upwards

, 11, 108, 111, 116–119

Learning Community Project in Mexico

, 14

Liberating learning

, 118

Likert-type scale

, 62, 67

Local Public Education Services

, 15–16, 18

Market

market-oriented and competitive environment

, 6

market-oriented system

, 119

reform to strengthening public education in market-oriented system

, 16–19

source

, 122

MECE RURAL (National program)

, 15

Microcentros Rurales

, 15

Ministry of Education

, 7, 20–22, 24–25, 72, 96

Mixed-methods

analysis of SIN strategy

, 96, 105

design

, 54–55

research

, 51, 53, 108–109, 111, 123

study

, 8, 48

Mixing procedure

, 67–68

Multi-site case study

, 8

multi-site qualitative case study

, 56

networks

, 82–83

of SIN

, 55–61

Municipal departments of education

, 15, 18

Municipal schools

, 15–16

Municipalities

, 17–18, 57

National Council of Education

, 20–21

National Education Quality Assurance Agency

, 7

National educational policy

, 117

National key policy instruments

, 10, 70, 72

National mixed-methods study

content analysis

, 51–52

descriptive analysis of national questionnaire

, 63–67

epistemological perspectives

, 52

mixed-methods design

, 54–55

mixing procedure

, 67–68

multi-site case study of SIN

, 55–61

SIN national questionnaire

, 61–62

SIN strategy

, 53

National questionnaire of SIN

, 61–62

descriptive analysis of

, 63

limitations

, 67

rotated factor loadings, by items and dimensions

, 64–66

National study of SINs

, 8

National System for Quality Assurance of Education

, 20–21

Neoliberal experiment

, 17

Network leaders

, 119

Network leadership, (See also Leadership capacities)

, 108.

lateral leadership

, 114–116

leading downwards

, 112–113

leading upwards

, 116–119

sustainability and

, 111

systemic leadership

, 111–112

Network(ing)

, 15, 32, 62–63

improvement

, 62

organization

, 61

participants

, 6

“Networked Learning Communities” program

, 37

New System of Public Education

, 18

Open-ended questions

, 62, 85

Performance evaluation

, 38

Phase collaborative inquiry

, 8

Policymakers

, 107, 118

Practitioner research

, 37

Preferential School Subsidy

, 19–20

Private-subsidized foundations

, 16

Private-subsidized schools

, 16, 18, 57

Professional capital

, 46–49, 62, 103, 108–111

development

, 107–108

rationale of PLNs and collaborative inquiry to

, 49

Professional learning communities

, 27, 31–32, 98

Professional Learning Networks (PLNs)

, 3–6, 14, 29, 54, 107–109, 111–112, 124

Provincial Departments of Education (DEPROV)

, 21, 73

Public school principals

, 122

Purpose

diversity of

, 76

effectiveness of PLNs

, 3

principles to guide work of SIN

, 23

Qualitative methodologies

, 52–53

Quality Agency

, 20, 22

Quality Assurance Agency

, 41

Quantitative methodologies

, 52–53

Questionnaire measures network functioning

, 62

Red La Salle Chile

, 16

Reflection, (See also Collective reflection)

, 10–11, 39–40, 42, 45–46, 69, 107, 113.

of network members

, 24

professional inquiry

, 4

Research Learning Networks (RLN)

, 14

Robert Owen Center for Educational Change

, 14

Rural micro-centers

, 15

Scanning

, 33

School improvement networks (SIN)

, 2, 8, 16, 21–25, 107, 110, 123

Chile’s educational improvement policy framework

, 19–21

guidelines

, 28–29, 41

in market-oriented educational context

, 13, 16

mixed-methods analysis of

, 96

multi-site case study of

, 55–61

national questionnaire

, 61–62

negotiating SIN purpose among partners

, 76–79

reform to strengthening public education in market-oriented system

, 16–19

strategy

, 53, 55, 69, 71

School Improvement Partnership Programme (SIPP)

, 14

School leaders

, 4–5, 24, 44, 112, 120, 123

changes in behavior and practices

, 111

collaborative practices with

, 85–90

development of capacities

, 22

perspective

, 11

School networks

, 5–6, 13, 29–30

collaboration in

, 32–37

collaborative inquiry cycle

, 69, 95–96

developing formal strategies for collective reflection

, 97–100

establishing common purposes

, 71–76

examples

, 14

identification of common challenges

, 70

identifying and evaluating network outcomes

, 100–103

inquiry and taking action

, 80–95

monitoring and reflection

, 95

multi-site case study

, 70–71

negotiating SIN purpose among partners

, 76–79

synthesis of findings

, 103–105

School-to-school

collaboration

, 32

partnership

, 38

Scope (principles to guide work of SIN)

, 24

Social capital, (See also Professional capital)

, 47–48, 61.

Social constructionism

, 52

Social network analysis

, 52

Sociedad de Instrucción Primaria

, 16

Spanish Sistema de Medición de la Calidad de la Educación (SIMCE)

, 7, 17, 20

Standardized accountability measures

, 1

Superintendence of Education

, 20

Sustainability

effective networks and professional capital

, 108–111

fostering systemic improvement in challenging contexts

, 121–124

and network leadership

, 111–119

of SINs

, 107–108

system infrastructure

, 119–121

Sustained collaboration

, 33–34

System infrastructure

, 108, 119–121

Systemic leadership

, 111–112

Technical knowledge

, 84–85, 104

United Nations Educational, Scientific and Cultural Organization (UNESCO)

, 56

Within-school collaborative cultures

, 32